ENV BIOL 4030A - Honours Environmental Biology Project (T/Y) Cont

North Terrace Campus - Semester 2 - 2016

The focus of this course is about the execution of a piece of original research, and on implementing the research proposal developed in the Adv Env Biol (Hons) course (ENV BIOL 4015A/B). The two courses are closely aligned and are designed to be done in parallel at the same time, and interact. The two courses complement each other and form the Honours program in Ecology, Evolution and Landscape Sciences. Students investigate an area of animal, plant and/or environmental biology and discover interesting phenomena to observe, one or more original questions to answer and corresponding hypotheses to test. The project includes the design, execution, analysis and reporting of a discrete research project. The student is largely responsible for the conduct of the project, but receives counsel and direction from a member of staff with relevant expertise.

The focus of this course is about the execution of a piece of original research, and on implementing the research proposal developed in the Adv Env Biol (Hons) course (ENV BIOL 4015A/B). The two courses are closely aligned and are designed to be done in parallel at the same time, and interact. The two courses complement each other and form the Honours program in Ecology, Evolution and Landscape Sciences. Students investigate an area of animal, plant and/or environmental biology and discover interesting phenomena to observe, one or more original questions to answer and corresponding hypotheses to test. The project includes the design, execution, analysis and reporting of a discrete research project. The student is largely responsible for the conduct of the project, but receives counsel and direction from a member of staff with relevant expertise.

Learning & Teaching Modes

The research project provides an opportunity for students to develop their skills as a scientist by executing a defined research project, guided by one or more academic staff. The execution of the research project includes the collection, analysis and interpretation of data, and communicating the findings in written (research paper) and oral (seminar) forms. This is an experiential learning process with students learning while doing but supported with appropriate mentorship and collegiality. Although the students focus on executing their own research project they are expected to be actively involved in lab or research group meetings where research is discussed and reviewed, and also expected to attend seminars given by other researchers. These activities will vary in volume and type from research group to research group but are aimed at exposing students to the practice of science which the students can then consider applying to their own research.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

A student enrolled in this course should expect to spend, on average 30 hours per week executing the research project including data collection, analysis, and the writing of the research paper and attending specialist research group meetings and seminars.

Learning Activities Summary

Students in this course are taught the attributes that make an effective, innovative and independent researcher with the capacity and confidence to collect, analyse, interpret and report on research findings at a high level.

Assessment must enable robust and fair judgements about student performance.

Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.

Assessment must maintain academic standards.

Assessment Summary

Assessment Task

Task Type

Due

Weighting

Learning Outcome

Research Project Oral Defence

Formative & Summative

Last week in October or mid November

90%0%

1-8

Seminar presentation

Formative & Summative

First week in November

10%

1-8

Assessment Detail

Research Project (90%) and Oral Defence (0%)The research project equates to about 22 weeks of full time work, resulting in a research paper (thesis). There will also be a final seminar (assessed) that is presented after the written project is submitted (see below) and an oral defence.The project will be written up in the format of a paper suitable for submission to a scientific journal appropriate to specific area of research. Papers should be a maximum of 40 pages of text. Students are required to attend a clarification session with their examiners.

Final seminar (20 minutes including questions; 10%)A seminar presentation is given after completion of the project and submission of the written paper and is assessed. The seminar will be for 20 minutes including question time. Assessment is based on the presentation style, including the clarity of the presentation and ability to engage with the audience and ability to effectively answer questions.

Submission

If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

NOG (No Grade Associated)

Grade

Description

CN

Continuing

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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